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- Volume 22, Issue 1, 2021
Interaction Studies - Volume 22, Issue 1, 2021
Volume 22, Issue 1, 2021
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Do 12-month-old infants maintain expectations of contingent or non-contingent responding based on prior experiences with unfamiliar and familiar adults?
Author(s): Gunilla Stenbergpp.: 1–23 (23)More LessAbstractThe current study examined whether infants use previous encounters for maintaining expectations for adults’ contingent responding. An unfamiliar adult responded contingently or non-contingently to infant signaling during an initial play situation and 10 min later presented an ambiguous toy while providing positive information (Experiment 1; forty-two 12-month-olds). The infants in the contingent group looked more at the adult during toy presentation and played more with the toy during the concluding free-play situation than the infants in the non-contingent group. When the parent had responded contingently or non-contingently to infant bids (Experiment 2; forty 12-month-olds), the infants in the contingent group tended to look more at the parent and tended to play more with the toy than did the infants in the non-contingent group. The results indicate that from just a brief exposure, infants form expectations about adults’ responsiveness and maintain these expectations of contingent/non-contingent responding from one situation to another.
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Testing a procedure to determine spatial proximity in semi-free-ranging macaque groups
Author(s): Laura Mármol, Hélène Meunier, Ruth Dolado and Francesc S. Beltranpp.: 24–54 (31)More LessAbstractIndividuals’ spatial position is affected by social factors. The majority of studies correlating spatial position and social factors have used methods with drawbacks. A more complete method was developed by Dolado & Beltran (2011) in captive animals. The present study aimed to apply a modified version of this method in two semi-free-ranging macaque groups. The proposed method divides group’s surroundings into different subareas, selecting different points in each subarea and calculating the coordinates of these points. We filmed each group and analyzed the videos using an activated time transition recording to determine the individuals’ coordinates. With these data, we calculated spatial variables, allowing us to obtain groups’ spatial patterns. The current method improves on previous procedures and could be applied to larger study areas and groups than the method of Dolado & Beltran (2011), thus representing a viable option for studying spatial distribution patterns in semi-free-ranging macaque groups.
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What’s to bullying a bot?
Author(s): Merel Keijsers, Christoph Bartneck and Friederike Eysselpp.: 55–80 (26)More LessAbstractIn human-chatbot interaction, users casually and regularly offend and abuse the chatbot they are interacting with. The current paper explores the relationship between chatbot humanlikeness on the one hand and sexual advances and verbal aggression by the user on the other hand. 283 conversations between the Cleverbot chatbot and its users were harvested and analysed. Our results showed higher counts of user verbal aggression and sexual comments towards Cleverbot when Cleverbot appeared more humanlike in its behaviour. Caution is warranted with the interpretation of the results however as no experimental manipulation was conducted and causality can thus not be inferred. Nonetheless, the findings are relevant for both the research on the abuse of conversational agents, and the development of efficient approaches to discourage or prevent verbal aggression by chatbot users.
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Special section editorial
Author(s): Selma Šabanović, Malte Jung, Ana Paiva and Friederike Eysselpp.: 81–85 (5)More Less
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Effect of synchronous robot motion on human synchrony and enjoyment perception
Author(s): Alexis Meneses, Yuichiro Yoshikawa and Hiroshi Ishiguropp.: 86–109 (24)More LessAbstractEnhancing synchronization among people when synchronization is lacking is believed to improve their social skills, learning processes, and proficiency in musical rhythmic development. Greater synchronization among people can be induced to improve the rhythmic interaction of a system with multiple dancing robots that dance to a drum beat. A series of experiments were conducted to examine the human–human synchrony between persons that participated in musical sessions with robots. In this study, we evaluated: (a) the effect of the number of robots on a subject’s ability to synchronize with an experimenter; (b) the effect of the type of robot synchrony, namely, whether the robots did or did not represent the subject’s rhythm; (c) the effect of an in-sync and out-of-sync robot on a subject’s behavior. We found that: (a) three robots increased the level of synchronization between the subject and experimenter and their enjoyment level; (b) robots may induce greater synchronization between the subject and experimenter by reproducing the rhythms of not only the experimenter but also of the subject compared to when only the experimenter’s rhythms had been reproduced; (c) the robots in-sync had greater influence on the natural rhythm of the subject.
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Robots as an interactive-social medium in storytelling to multiple children
Author(s): Yumiko Tamura, Masahiro Shiomi, Mitsuhiko Kimoto, Takamasa Iio, Katsunori Shimohara and Norihiro Hagitapp.: 110–140 (31)More LessAbstractThis paper investigates the effects of group interaction in a storytelling situation for children using two robots: a reader robot and a listener robot as a side-participant. We developed a storytelling system that consists of a reader robot, a listener robot, a display, a gaze model, a depth sensor, and a human operator who responds and provides easily understandable answers to the children’s questions. We experimentally investigated the effects of using a listener robot and either one or two children during a storytelling situation on the children’s preferences and their speech activities. Our experimental results showed that the children preferred storytelling with the listener robot. Although two children obviously produced more speech than one child, the listener robot discouraged the children’s speech regardless of whether one or two were listening.
Volumes & issues
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Volume 25 (2024)
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Volume 24 (2023)
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Volume 23 (2022)
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Volume 22 (2021)
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Volume 21 (2020)
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Volume 20 (2019)
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Volume 19 (2018)
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Volume 18 (2017)
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Volume 17 (2016)
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Volume 16 (2015)
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Volume 15 (2014)
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Volume 14 (2013)
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Volume 13 (2012)
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Volume 12 (2011)
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Volume 11 (2010)
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Volume 10 (2009)
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Volume 9 (2008)
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Volume 8 (2007)
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Volume 7 (2006)
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Volume 6 (2005)
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Volume 5 (2004)
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